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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
criminology
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Dr. Simon Perry
Ms. gabriela.sosinski
Coordinator Office Hours:
Please coordinate appointments
Teaching Staff:
Dr. Simon Perry
Course/Module description:
Contrary to popular belief, the role of law enforcement includes tasks beyond that of treating crime. Over the past three decades various models of policing have been developed which redefine these tasks and suggest ways in which law enforcement might execute their duties more effectively. The purpose of this course is to expose students to the various policing models which are implemented abroad as well as in Israel. Students will learn about the classic policing model and in comparison they will be introduced to: community policing, problem oriented policing, broken windows approach, pulling levers policing, third party policing, compstat, hot spots and evidence based policing. Each model will be presented within it’s historical context, and will also include the model’s basic organizational assumptions, its practical implementation as well as a review of related recent developments.
Course/Module aims:
The purpose of the course is to provide students with knowledge regarding the main models of policing that have been developed during the past three decades in democratic societies particularly in the United States where they were developed, as well as in Israel.
Learning outcomes - On successful completion of this module, students should be able to:
At the end of the course, the students will be able to apply the models learned in the course to their personal professional realm providing them with the tools to solve problems/challenges which they face in their various positions.
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
Lectures
Course/Module Content:
The course will focus on the following topics: the structure and role of police forces in the world, the historical context in which the models emerged, traditional models of policing, the relationship between the community and the police, the relationship between the various models and the organizational culture and structure of the police. In addition, the course will study the following models: community policing, problem oriented policing, broken windows approach, puling levers policing, third party policing, compstat, hot spots and evidence based policing.
Required Reading:
אמיר, מ' (2001). השיטור הקהילתי בישראל ובעולם: סקירת ספרות. ירושלים: המשרד לביטחון פנים.
רטנר, א' (2009). תרבות החוק: מערכת החוק והמשפט בראי החברה הישראלית-מחקר אורך 2000-2009. ירושלים: מרכז שאשא למחקרים אסטרטגיים.
Braga, A.A. & Weisburs, D.L. (2011). The effects of focused deterrence strategies on crime: A systematic review and meta-analysis of the empirical evidence. Journal of Research in Crime and Delinquency, 000, 1-36.
Hasisi, B. & Weitzer, R. (2007). Police relations with Arabs and Jews in Israel. British Journal of Criminology, 47, 728-745.
Tyler, T.R. (2004). Enhancing police legitimacy. The ANNALS of the American Academy of Political and Social Science, 593, 84-99.
Weisburd, D. & Braga, A. (Eds.). (2006). Police innovation: Contrasting perspectives. New York and Cambridge: Cambridge University Press.
Weisburd, D. & Eck, J.E. (2004). What can police to do to reduce crime, disorder and fear? The ANNALS of the American Academy of Political and Social Science, 593, 42-65.
Weisburd, D., Hasisi, B., Jonathan, T., & Aviv, G. (2009). Terrorist threats and police performance: A study of Israeli communities. British Journal of Criminology, 50, 725-747.
Weisburd, D., Morris, N.A. & Groff, E.R. (2009). Hot spots of juvenile crime: A longitudinal study of arrest incidents at street segments in Seattle, Washington. Journal of Quantitative Criminology, 25, 443-467.
Weisburd, D., Telep, C.W., Hinkle, J.C. & Eck, J.E. (2010). Is problem-oriented policing effective in reducing crime and disorder? Criminology & Public Policy, 9, 139-172.
Additional Reading Material:
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 100 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
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